The Skills Imperative 2035 is a five-year strategic research programme which is investigating future skills needs, skills supply and skill development, with a particular focus on the 'Essential Employment Skills' (EES) that are projected to be most vital across the labour market in 2035. The focus in this stage of The Skills Imperative 2035 is on…

This study explores the level of congruency between students' ratings of their own emotional and behavioral strengths and difficulties, and their teachers' ratings of these factors, when compared amongst two neighboring countries, Estonia and Finland. Secondly, it investigates the level of agreement between sixth grade students' ratings and their…

The Skills Imperative 2035 is a five-year strategic research programme which is investigating future skills needs, skills supply and skill development, with a particular focus on the 'Essential Employment Skills' (EES) that are projected to be most vital across the labour market in 2035. This paper investigates childhood skill development and…

Background: Little is known about the nature, range and prevalence of different subgroups in language trajectories extant in a population from 4 to 11 years. This hinders strategic targeting and design of interventions, particularly targeting those whose difficulties will likely persist. Methods: Children's language abilities from 4 to 11 years…

We evaluated the effects of TutorBright tutoring on the reading and mathematics skills of children in family foster care, examined several potential moderators of the impact of tutoring, and explored possible 'spill-over' effects on the children's executive functioning and behavioural difficulties and on their caregivers' level of involvement in…

Beginning with the 2015-2016 school year, the West Virginia Department of Education (WVDE) partnered with the National Institute for Early Education Research (NIEER) and Marshall University to conduct a five-year study of the quality of the West Virginia Universal Pre-K (WV Pre-K) program. The study was designed to examine the effectiveness of the…

Growing up in poverty increases youth risk for developing aggressive behavior problems which, in turn, are associated with a host of problematic outcomes, including school drop-out, substance use, mental health problems, and delinquency. In part, this may be due to exposure to adverse school contexts that create socialization influences supporting…

High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

Although evidence of negative associations between early literacy development and children's behavior problems exists, the field still lacks an understanding of the complicated links between these two areas. Children's gender has often not been included in much of the extant research as a potential moderating variable, yet gender differences may…

Preschool parent interventions may produce downstream benefits if initial intervention gains are sustained and improve later socialization experiences. This study explored associations between initial effects of the REDI (Research-based Developmentally Informed) Parent program and later benefits. A randomized trial involving 200 Head Start…

The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below…